SCED 419 / 518 Young Adult Lit Designer: Tracy Howse Grade Level (7-12): 7

PART I: REFLECTIVE LETTER

May 14, 2018
Dear fellow educator,
I have designed this unit for students, giving them a chance to explore Science Fiction
(SciFi). This genre portrays scientific and technology-based advancements within a society and
environment. This gives alternative opportunities for social commentary and global discussions. The
main principle guiding this collection is teaching students the importance of well-informed decision
making within a society. This also includes promoting their individual ability to influence their
environment and society’s rules. Therefore, I decided to present utopian/dystopian stories for analyzing
how the past helps guide future decisions and how individuals identify within a society.
The Giver, the core text for this collection, displays how a community’s collective memories are
necessary for understanding long-term decisions. Jonas, the protagonist, is tasked with obtaining all
memories and helping society make decisions. However, he must also realize his identity within this
larger narrative. In order to give the students greater connection to this novel, they will work with
supplementary information for understanding the schematic, conceptual, and linguistic features. These
elements, seen in Part II-6, include authorial and genre-based information, poetry/texts relating to the
elements of SciFi, and strategic/linguistic requirements of the novel. In conjunction with this wealth of
information supplementing the texts, students will be given written prompts and group tasks. All of the
prompts require students understand the genre of SciFi, the main details of The Giver, and the concept of
“hive mind.”
Throughout this instructional design, I attempted to include diversity throughout the texts. I
believe that students should be exposed to a wide variety of gender, race, ethnicity, socioeconomic
status, religion, sexual orientation, ability, etc. When focusing on young adult literature, the main
characters are going to be young adults from ages 11 through 19. This collection was designed to present
windows and mirrors for students within that age range; each text should give themselves an authentic
view into another’s reality or a reflection of their individual experiences.
Much of this diversity occurred throughout the literature circle and mentor texts. The Hate U
Give, Scythe, and Shadowshaper all discuss discrimination of black young adults. Similarly, Orleans
and Shadowshaper branch out to discrimination of Latina individuals and genetic discrimination. The
Curious Incident of the Dog in the Night-Time depicts a young adult protagonist with Autism Spectrum
Disorder. These novels were chosen to show the wide diversity of individuals.
This selection diversity was imperative for a unit on SciFi, which is a historically white, male
dominated genre. I was also committed to adding diversity of text/media forms, time periods, and
writing assignments. Guided by UDL, I attempted to give students a varied, interactive unit with
prompts about poems, films, and texts. Including Inside Out was a way to give visual learners a way to
connect with the abstract concept of memories and “collective memory.” I also utilized The Curious
Incident of the Dog in the Night-Time for teaching about dialogue and pacing, since play formats
provide a better insight into that realm.
Throughout this assignment, I worked through the challenges of creating a diverse and varied
lesson/unit. Especially when analyzing a topic such as SciFi, one must dig deep into literature and multi-
media formats to find relatable resources for students. However, even though it is a difficult task,
students must be able to see themselves and others throughout all of their units and assignments.

1
SCED 419 / 518 Young Adult Lit Designer: Tracy Howse Grade Level (7-12): 7

PART II: ANALYZING A CORE TEXT1

Overview

Title: _The Giver__ Author: _Tracy Howse_

Synopsis (2-3 sentences, including year, genre, and basic info):
The Giver is a young adult science fiction novel published in 1993; it is a dystopian, third-person limited narrative. Jonas,
who turns twelve at the start of the novel, lives in a society which supposedly has no pain, fear, sadness, or prejudice.
Throughout the novel, Jonas becomes The Receiver and becomes responsible for the community’s collective memories.
1. Schema
 Knowledge of why an author would utilize SciFi narratives.

 Definition of science fiction; understanding utopian/dystopian stories.

2. Takeaways
 How understanding the past helps guide decisions for the future.

 How differences and emotions help people and society. Juxtaposition of individuality and hive mind.

3. Reading Strategies
 Keep track of the rules within Jonas’ society in order to notice the role of the government.

 How to create images when reading the descriptive writing, specifically the memories transferred from The Giver to

Jonas.

4. Craft (Literary & Rhetorical Devices)

A. Key Ideas & Details B. Genre & Structure

 How characters’ emotional development conveys a  How/why an author uses a “stream of consciousness”

theme. within a third-person narrative (150p).

 How a setting (place) shapes tone.  How the collective memory flashbacks influence the

plot.

5. Language
A. Conventions (Grammar & Style) B. Figurative Language

 How authors use descriptive writing (122p).  Uses of personification to show how memories/dreams

 How an author uses dialogue to show emotion or lack “come to life” (38).

of emotion (149p).  The use of hyperbole to emphasize a point (69p).

6. Supplementary Texts (literary, informational, and visual/artistic texts that “speak” to the core text in terms of…)
 Schema & Context  Big Ideas, Themes, Concepts  Strategies, Craft, & Language

1
This graphic organizer is adapted from Alston, C. L., & Barker, L. M. (2014). Reading for teaching: What we notice when we look at
literature. English Journal, 103(4), 64-69.
2
SCED 419 / 518 Young Adult Lit Designer: Tracy Howse Grade Level (7-12): 7

 (Authorial) Video interview  (Identity) Poem “We Real Cool”  (Strategy: Keeping Track of Details)

with Lois Lowry by Gwendolyn Brooks. Short Story “The Tell-Tale Heart” by

(https://www.youtube.com/ Edgar Allen Poe. Annotate the text

 (Hive Mind) Excerpt from Ender’s
watch?v=YYGGs2lxtjY) with details about what is happening
Game: The Formics or “Buggers.”
 (Genre) Lecture on Science to the narrator.
 (Technological Advancement)
Fiction and history of the genre.
 (Emotional Development) View the
Short story “The Fun They Had”
 (Plot) Excerpt from Fahrenheit film Inside Out. Especially focus on
by Isaac Asimov.
451. Section specifically on an the emotional development and core

individual’s inability/ability to memories.

change society.
 (descriptive writing) A Descriptive

Poem on the Silvery Tay by William

Topaz McGonagall

 (personification) Birches by Robert

Frost

7. Writing Prompts (for informal in-class writing, formal assessments, etc.)

A. Argument Prompts B. Informative/Explanatory C. Narrative Prompts
Prompts
 Lois Lowry claims that The Giver  Informal writing prompt: collect  Choose one of the provided “Science

is not SciFi. Take a stance on the rules from the society. Fiction Story Starters” and create your

whether it is SciFi. Support your own SciFi narrative.

 Discuss Jonas’ relationship to his
response with evidence from the
family before and after receiving  In light of Inside Out and The Giver,
test and historical context of
memories. narrate a memory or “core memory”
SciFi.
you possess that would provide

 Compile possible debate answers insight for the larger community.

to the following question: Did

Jonas make it to another

settlement?

8. Group-worthy Tasks

3
SCED 419 / 518 Young Adult Lit Designer: Tracy Howse Grade Level (7-12): 7

 Group-worthy frontloading task: Hive Mind

For homework the night before, students will complete an Identity Chart of themselves. They will be required to

categorize and use descriptors for their personal identity. In class that next day, students will create groups of five

or six people. The students will then create an Identity Chart for the whole group. Every descriptor or category must

describe every single person in the group. For example, the students would not write “female” if there was a male

in their group. Upon completion of their group’s chart, they will discuss their personal elements/features that got

lost through this hive mind mentality.

 Other group-worthy task:

Students will be required to create a list of rules for governing their own society. In groups of 3 or 4, they can create

or omit anything from their societies. Students can create rules unanimously or in an authoritative fashion. They

must present to the class their type of government control and list of rules. Each student will also individually

explain how these rules would affect their daily lives.

4
SCED 419 / 518 Young Adult Lit Designer: Tracy Howse Grade Level (7-12): 7

PART III: YA LITERATURE CIRCLE SELECTIONS

A. Literature Circle Selections.

1. Leia, Princess of Alderaan: Claudia Gray

 Synopsis: Claudia Gray’s 2017 Science Fiction/Fantasy novel tells the story of sixteen-year-old
Princess Leia. At this point in her life, Leia is being trained to rule. However, she starts investigating
her parents’ secret and learns truths about the Empire. She will have to choose between her life on
Alderaan and the security of the galaxy.
Gray, C. (2017). Journey to Star Wars: The last Jedi Leis, Princess of Alderaan. Glendale, CA: Disney
Lucasfilm Press.

2. The Maze Runner: James Dashner

 Synopsis: Dashner’s 2009 is a science fiction novel about a boy, Thomas, who lives in a dystopian
society. He wakes up with no memory in a boys-only community surrounded by vast mazes. As the
boys desperately work to sustain themselves and break the code, the first girl ever arrives. With
time running out, they must save themselves and escape.
Dashner, J. (2009). The maze runner. New York, NY: Random House, Inc.

3. Orleans: Sherri L. Smith

 Synopsis: Fen de la Guerre is a girl living in the O-Positive blood tribe. These individuals are walled
off from the rest of society. However, once their walls are no long sufficient protection, Fen is
tasked with protecting the tribe leader’s newborn child. In this 2014 post-apocalyptic society, Fen
will have to work with others to keep out of danger and survive.
Smith, S. L. (2014). Orleans. New York, NY: Speak.

4. Scythe: Neal Shusterman

 Synopsis: Shusterman’s 2017 novel revolves around Citra and Rowan, two teens, who have been
chosen to become Scythes. Scythes are the only individuals who can decide to end life in a world
without hunger, disease, or war. These two must weigh their new lifestyle and their ability to exist
within this utopian/dystopian society.
Shusterman, N. (2017). Scythe. New York, NY: Simon & Schuster.

5. Shadowshaper: Daniel Jose Older

 Synopsis: Sierra Santiago is an artist who gets wrapped up in an ancient magic form of
shadowshaping. She must solve the mystery of her family’s past and save the shadowshapers with
the help of her friends and family. Older’s 2016 fantasy novel takes readers on a colorful and
artistic adventure through Brookland.
Older, D. J. (2016). Shadowshaper. New York, NY: Scholastic Inc.

5
SCED 419 / 518 Young Adult Lit Designer: Tracy Howse Grade Level (7-12): 7

B. Rationale.

This selection contains science fiction and mystery young adult novels. All the protagonists are situated
within a society or community with specific rules. Throughout this unit of The Giver, students will be
analyzing settings and the use of descriptive writing. Therefore, students will be able to look at the way the
author describes the society and community within their book. I focused specifically on science fiction and
mystery so that students have the opportunity to compare their novels’ distinct settings with that of The
Giver.

The protagonists from Scythe and Leia, Princess of Alderaan must find their role within their society. Leia,
Citron, and Rowan are given specific leadership positions by their authoritarian governments, just as the young
adults in The Giver. In The Maze Runner and Orleans, the protagonists are separated from the larger society by
walls and structures. Both Thomas (The Maze Runner) and Fen (Orleans) find themselves determined to escape
their community in search of a better place. Similar to Jonas, these characters need to find their way out of
their situation. Sierra, from Shadowshaper, learns the truth a secret society as the novel develops. Like Jonas,
she has to come to terms with how her family is involved and will use her powers to save the shadowshapers.
Sierra also experiences a connection to the older generations via a transferring of memories.

All of these novels also include emotional development, a factor we are using to analyze the craft of The
Giver. The young adults described above must determine their place within the government/community
structure and take a stance. Be it running away, using their position for good, or protecting others, these
individuals all emotionally develop, conveying themes of the text.

6
SCED 419 / 518 Young Adult Lit Designer: Tracy Howse
PART IV: YAL AS MENTOR TEXTS
CCSS
Narrative Writing
CCSS.ELA-LITERACY.W.7.3.A: Engage and orient the
reader by establishing a context and point of view
and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally
and logically.
CCSS.ELA-LITERACY.W.7.3.B: Use narrative
techniques, such as dialogue, pacing, and
description, to develop experiences, events, and/or
characters.
CCSS.ELA-LITERACY.W.7.3.C: Use a variety of
transition words, phrases, and clauses to convey
sequence and signal shifts from one time frame or
setting to another.
Grade Level (7-12): 7
YAL Excerpt
Divergent: Veronica Roth, 2011.
“In my reflection, I see a narrow face, wide, round
eyes, and a long, thin nose – I still look like a little
girl, though sometime in the last few months I
turned sixteen” (Roth, 2).
The Curious Incident of the Dog in the Night-Time:
Simon Stevens, 2012.
“Mother Died two years ago.
I came home from school one day and no one
answered the door, so I went and found the secret
key that we keep under a flowerpot outside the
kitchen window. I let myself into the house and
wiped my feet on the mat. I put the key in the bowl
on the table. I took my coat off and hung it by the
side of the fridge so it would be ready for school
the next day and gave three pellets of rat food to
Toby who is my pet rat. I made myself a raspberry
milkshake and heated it up in the microwave. Then
I went up to my bedroom and turned on my
bedroom light and played six games of Tetris and
got to level 38 which is my fourth best ever score”
(Stephens, 12).
Cirque Du Freak: Darren Shan, 2000.
“Saturday couldn’t go quickly enough for me. I tried
keeping busy, because that’s how you make time
pass without noticing, but I kept thinking about the
Cirque Du Freak and wishing it was time to go. I
was pretty grumpy, which was odd for me on a
Rationale
This is the introduction to Beatrice “Tris” Porter,
who is part of the Abnegation faction. This vague
introduction gives the reader insight into Tris and
her personal identity. She is transitioning into a
woman at the age of sixteen, although she does not
know her exact birth date. Through this
introduction, the author is establishing the young
adult’s point of view and the context of this
transition period.
Christopher, the main character, is narrating the
day his mother died through a particular and fast-
paced stream of consciousness. He gives extreme
description to the day’s events leading up to
learning about his mother’s death. However, the
types of features and daily elements on which he
focuses give insight into his primary
goals/intentions. This detailed-oriented view is
critical to plot development as he pieces together
the mystery of his neighbor’s dog.
Sequential shifts throughout this novel occur in
phrases of extreme detail. Shane outlines exactly
what happened prior to the new setting, be it
keeping busy waiting or running to the new setting.
The author is continually narrating how he gets
from various locations or time frames. These
7
SCED 419 / 518 Young Adult Lit Designer: Tracy Howse
CCSS.ELA-LITERACY.W.7.3.D: Use precise words and
phrases, relevant descriptive details, and sensory
language to capture the action and convey
experiences and events.
CCSS.ELA-LITERACY.W.7.3.E: Provide a conclusion
that follows from and reflects on the narrated
experiences or events.
Grammar: Effective Uses of Syntax & Punctuation
CCSS.ELA-LITERACY.L.7.1.A: Explain the function of
phrases and clauses in general and their function in
specific sentences.
Grade Level (7-12): 7
Saturday, and Mom was glad to see me go when it
was time to leave for Steve’s” (Shan, 41).
“It was a long walk, longer than we thought, and
we almost didn’t make it on time. We had to run
the last quarter-mile. We were panting like dogs
when we got there” (Shan, 47).
Shadowshaper: Daniel Jose Older, 2015
“Without losing stride, Sierra pulled out her chalk,
now only a stub, and dragged it along the trees she
passed. When she’d tagged more than a dozen
trunks, she doubled back, the spirits still storming
along with her in long strides. She raised one arm
and then retraced her steps, tapping each chalk
mark as she passed. The shards of green burst to
life as spirits danced through her” (Older, 145).
The Hate U Give: Angie Thomas, 2017.
“Why was he a drug dealer? Why are so many
people in our neighborhood drug dealers? … Lack
of opportunities… Our schools don’t get the
resources to equip you like Williamson does. It’s
easier to find some crack than it is to find a good
school around here” (Thomas, 169)
Fahrenheit 451: Ray Bradbury, 1953
“Two moonstones looked up at him in the light of
his small hand-held fire” (Bradbury, 13).
“Six of my friends have been shot in the last year
alone. Ten of them died in car wrecks” (Bradbury,
30).
explanations are different than typical chapter
scene changes because they give the reader a
chance to see how characters move in time and
space.
This novel’s major plot-point is artwork as a conduit
for spirits. Therefore, Older often describes the
action and movement of these moving pieces of
art. In doing so, he must use sensory language to
incite visualization. Throughout this quote, the
speed of Sierra’s actions and her ability to connect
with the painting is evident in the description and
quick-pacing.
The Hate U Give describes many modern-day
issues, primarily the Black Lives Matter movement
and issues within impoverished urban centers.
Many of the characters work to understand their
situations and create conclusions based on the
events within the story. In this portion, Starr’s
father is reflecting on the prior experiences of the
novel and stating his conclusion about why these
problems are prevalent. This example highlights
how a character can narrate issues and make
arguments.
These prepositional phrases add additional detail to
the story and comments. Bradbury uses
prepositional phrases, most often at the end of
sentences, to enhance the visuals of his
statements.
8
SCED 419 / 518 Young Adult Lit Designer: Tracy Howse Grade Level (7-12): 7

CCSS.ELA-LITERACY.L.7.2.A: Use a comma to
separate coordinate adjectives (e.g., It was a
fascinating, enjoyable movie but not He wore an
old[,] green shirt).
A Series of Unfortunate Events: The Bad Beginning:
Lemony Snickett, 1999
“She felt the slender, smooth stone in her left
hand” (Snickett, 5).
“Violet looked around the cramped, smelly room in
which they had been living” (Snickett, 17).
Coordinating adjectives are another way of adding
to a description. In these two examples, Snickett is
giving us two linked descriptors for our
visualization. The adjectives do coordinate, but are
necessary for creating a full image of these items.

9
SCED 419 / 518 Young Adult Lit Designer: Tracy Howse Grade Level (7-12): 7

PART V: REFERENCES OR WORKS CITED LIST

References

Bradbury, R. (1953). Fahrenheit 451. New York, NY: Simon & Schuster.

Dashner, J. (2009). The maze runner. New York, NY: Random House, Inc.

Gray, C. (2017). Journey to Star Wars: The last Jedi Leis, Princess of Alderaan. Glendale, CA: Disney

Lucasfilm Press.

Lowry, L. (1953). The giver. Boston, MA. HMH Books for Young Readers

Older, D. J. (2016). Shadowshaper. New York, NY: Scholastic Inc.

Roth, V. (2011). Divergent. New York, NY: HarperCollins Publisher.

Shan, D. (2000). Cirque Du Freak. New York, NY: Hachette Book Group.

Shusterman, N. (2017). Scythe. New York, NY: Simon & Schuster.

Smith, S. L. (2014). Orleans. New York, NY: Speak.

Snickett, L. (1999). A series of unfortunate events: The bad beginning. New York, NY: HarperCollins

Publisher.

Stevens, S. (2012). The curious incident of the dog in the night-time. London, UK: Methuen Drama.

Thomas, A. (2017). The hate u give. New York, NY: HarperCollins Publisher.

10